小学语文课堂教学如何设置收尾

在课堂教学任务即将结束时,教师要对当节课所学的知识和训练的技能进行及时的巩固、延伸和扩展的工作,就是我们平常所说的收尾工作。收尾工作,对于巩固、加深新知的理解,加强旧知与新知的联系,是十分重要的。那么,怎样设计收尾呢?笔者认为可从以下几方面进行:     

巧借收尾艺术 提高课堂实效

课堂收尾是整个课堂教学的主要环节。若想提高课堂教学质量，教师不仅要注重课堂导入、教学过程等环节，还要意识到课堂收尾也发挥着积极的教育作用。教师可通过训练式收尾、结语式收尾、提问式收尾、发散式收尾、呼应式收尾来强化课堂教学效果，促进学生对课堂所学知识的吸收与内化。     

数学课的几种收尾方法

常言"良好的开端是成功的一半",然而收尾工作作为课堂教学结构的重要组成部分,也不容忽视.它关系到知识的巩固、学生能力的培养以及学习兴趣的提高,一个好的收尾,能起到"事半功倍,画龙点睛"之效.     

课堂教学中结尾设计的一些方法

＂教学有法而无定法＂,教学导入固然重要,然而结尾设计同样有研究.结尾设计常用的方法有：概括收尾式、伏笔收尾式、启导收尾式、设疑收尾式、深化收尾式,如何设计结尾对教学效果影响较大,值得我们重视.     

语文教学收尾艺术谈

教学实践中,多数教师注重新课导入、课堂节奏等,往往忽视收尾教学。其实,教学收尾也应摆在一个重要的位置上。好的收尾,会给学生留下回味的余地和延续思维的空间。在此将自己长期在中学语文教学中收尾教学的做法,综合数条,陈述如下。 1.深化式收尾 收尾时,以凝炼含蓄语言启发诱导学生将文章思想内容作更深一层理解,用以促进学生思维能力     

让语文课堂的收尾亮起来

在语文课堂教学时,我们往往只注意怎样很好地导入,而忽视一节课的收尾,其实课堂的收尾也是非常重要的.本文列举了七种常见的语文课堂收尾方式,并且进行了比较,发现它们的优点或不足,又总结了四条语文课堂收尾原则,以期对优化语文课堂教学有所帮助.     

高等学校学生管理与教学一体化模式探析--以辽宁石油化工大学为例

学生管理与教学工作不仅是高等学校培养高质量人才的重要环节，也是创新型人才培养模式顺利实施的重要保证。鉴于高等学校普遍将学生管理工作与教学工作分开执行，从而造成了工作内容复杂、工作效果不明显的问题，以辽宁石油化工大学为例，创新性地提出了高等学校学生管理与教学工作一体化探索模式，剖析了学生在初始、发展以及收尾阶段的主要影响因素及其转变过程，并在此基础上采取的主要措施和办法。     

周济：把发展重点从注重数量转到提高质量上来

5月6日，教育部在北京召开规范评估工作提高评估质量主题研讨会，教育部部长周济出席会议并作重要讲话。会议强调，要进一步统一思想，规范管理，严肃纪律，提高质量，维护形象，扎实做好评估收尾工作。     

语文教学,不能忽视最后“三分钟”——谈谈小学语文的课堂收尾艺术

语文是一门关于语言的艺术,教学语言的运用体现着教师的教学水平。课堂收尾环节在整堂课中的意义重大,教师要重视课堂收尾的"三分钟",发挥其构建知识、深化主题、承上启下的教育功能。文章结合语文教学工作实践,围绕小学语文课堂收尾的意义及有效策略予以探讨,以供参考。     

周济：把发展重点从注重数量转到提高质量上来

5月6日，教育部在北京召开规范评估工作提高评估质量主题研讨会，教育部部长周济出席会议并作重要讲话。会议强调，要进一步统一思想，规范管理，严肃纪律，提高质量，维护形象，扎实做好评估收尾工作，圆满完成本轮评估任务。     

A Note from the New Editors

This article develops a multimodal model for how claims and evidence work across linguistic, numeric, and visual modes in the professional writing of environmental scientists. I coded and analyzed two reports (Bacey &; Barry, 2008 Bacey , J. , &; Barry , T. ( 2008 ). A comparison study of the proper use of Hester-Dendy® samplers to achieve maximum diversity and population size of benthic macroinvertebrates Sacramento Valley, California (Report No. EH08-2) . Sarcramento , CA : California Environmental Protection Agency . [Google Scholar]; Levine et al., 2005 Levine , J. , Kim , D. , Goh , K. S. , Ganapathy , C. , Hsu , J. , Feng , H. , &; Lee , P. ( 2005 ). Surface and ground water monitoring of pesticides used in the Red Imported Fire Ant Control Program (Report EH05-02) . Sacramento , CA : California Environmental Protection Agency . [Google Scholar]) written by research scientists working for California's Department of Pesticide Regulation (DPR) by applying concepts from studies of argument, genre, and visual representations in science. The claim-evidence patterns show initial and summative claims as well as warrants being presented in linguistic forms; however, supporting evidence (i.e., data and backing) is found in numeric, visual, and linguistic forms. These findings highlight the need to extend Toulmin's understanding of claim-evidence relationships into a more robust multimodal model.     

Design and Teaching: A Bibliographic Essay

Abstract

Distance education, particularly online education, is becoming a standard experience in formal learning environments, particularly at the postsecondary level. As more faculty and students have expectations that distance education is a part of the learning experience, we need to build a deeper understanding of how to design effective environments to enhance and extend the learning process. Further, we need to explore how to best facilitate learning in these contexts. This bibliographic essay explores the literature related to design and teaching in distance education as presented in the third section of Moore's (2007a) Moore, M. G. 2007a. Handbook of distance education, 2nd, Mahwah, NJ: Erlbaum.  [Google Scholar] Handbook of Distance Education (Table 1 provides an overview of all the chapters in the Design and Teaching section of the Handbook).     

A problem on extremal quasiconformal extensions

In this paper we give a short survey on a problem on extremal quasiconformal extensions. It had been a conjecture for a long time that the dilatations K₀(h) and K₁(h) are equal before Anderson and Hinkkanen disproved this by constructing concrete examples of a family of affine mappings of some parallelograms. The problem also engendered many interesting results. At the end of the current paper, we discuss relationships among K₀(h), H(h) and K₁(h) as a concluding remark.     

浅谈班集体建设中班级教育目标的实施

组织、教育、管理班级的知识和能力,是班主任专业化特有的主要的要求。班主任对学生的教育的实施,除通过学科教学外,主要就是通过班级教育系统进行。因此班级教育系统是班主任实施教育的特殊操作系统。在这一操作系统中,班主任首先要学会班集体建设中的目标管理。针对如何实施,提出课题化、系列化、常规化等三点建议。     

A conceptualisation of whole‐class scaffolding

The concept of scaffolding refers to temporary and adaptive support, originally in dyadic adult–child interaction. It has become widely used, also in whole‐class settings, but often in loose ways. The aim of this paper is to theoretically and empirically ground a conceptualisation of whole‐class scaffolding so that it remains close to the origin of the scaffolding concept, but also provides scope for features not salient in one‐to‐one interaction. Drawing an analogy with Vygotsky's concept of Zone of Proximal Development we argue why the extension to whole‐class settings is justified. We further distinguish three key characteristics for whole‐class scaffolding—diagnosis, responsiveness and handover to independence—and illustrate these with examples from a teaching experiment focusing on whole‐class scaffolding language in a multilingual mathematics classroom (age 10–12). The empirical data led to a metaphorical distinction between online and offline enactment of key characteristics, during respectively outside whole‐class interaction. Diagnoses can namely also be made outside lessons, for instance by reading pupils' work; responsiveness can also be realised in adapting instructional activities; and handover to independence can also be fostered in the design of lessons. In addition to this layered nature (online vs. offline), whole‐class scaffolding is often distributed over time. Finally, whole‐class scaffolding is cumulative with pupils' independence emerging as the cumulative effect of many diagnostic and responsive actions over time. We suggest these three features are at the core of whole‐class scaffolding that is deliberately employed to foster long‐term learning processes.     

A CURRICULUM FOR THE PRIMARY GRADES

Israeli film and television have risen to international prominence, presenting compelling and complicating perspectives. Simultaneously, Web 2.0 technologies have accelerated the spread and immediacy of digital media. Following the work of Holtz (2003) and Levisohn (2010 Levisohn, J. A. 2010. A menu of orientations to the teaching of rabbinic literature. Journal of Jewish Education, 76(1): 4–51. doi:10.1080/15244110903534510[Taylor &; Francis Online] , [Google Scholar]) in developing orientations for teaching Bible and Rabbinic Literature, this article develops a menu of media studies orientations for teaching Israel to Americans. It explores distinctive aspects of media studies, the relevance to Israel education of the work of Marland (1968a, 1968b), and applies the orientations through case studies of the Israeli television series Be-Tipul and Hatufim and their American adaptations, In Treatment and Homeland.     

A practical approach to student-centred learning

Coauthor Edwards has developed and delivered an undergraduate first year course in which students were encouraged to take more responsibility for their own learning. The techniques used included giving students responsibility for:

• 1

  setting their own objectives, and working at their own pace
• 2

  making self-assessments of their own work, and the marks to be awarded for it
• 3

  arranging their own visits, individually or in small groups, to public or private organisations
• 4

  liaising with external lecturers, and agreeing the content of their lectures with them
• 5

  keeping their own diaries of work plans and achievements
• 6

  arranging and moderating their own computer-based electronic conference.

Coauthor Sutton was invited to be an external observer of the operation of the course. He met the students in large and small groups on several occasions; observed the processes involved in self-assessment; and used two questionnaires to help elicit the students' feelings about the course. This article discusses the course, its content, the learning methods used, the students' reactions, and the results obtained.     

我国小班化教学研究综述

我国的小班化教学研究始于20世纪80年代末。经过8年左右的酝酿准备,20世纪90年代开始小班化教学的实验与推广,如今小班化教学研究正在不断深入。近30年来,我国学者不仅关注实施小班化教学的意义,而且深入研究和探讨小班化教学的理论基础以及实践策略。尽管取得了一定的成绩,但还存在本土理论研究缺乏、高度理论概括不足以及结合具体情境的行动研究较少等问题。今后应该在构建本土小班化教学理论的同时,展开小班化教学的行动研究,积极寻求小班化教学在我国推行的具体方法与策略。